INSTRUCTION (Typically lasts about 20% of session.)
Framing the Session
Give participants an introduction and purpose/reason why you are teaching this session: “After completing this session you will be able to help your teachers troubleshoot whiteboard issues.”
Teaching
Demonstrate for participants how to:
Learn how to isolate the problem.
Determine which steps to follow.
Show the steps to take when trying to fix the following issues:
-Sound
-Orienting a Board
-Red Signal
-Finding SmartBoard Toolbar
Guided Practice
Have the students come up and practice fixing the issues listed above. WORK TIME(Typically lasts about 60–70% of session.)
Getting Started
Have students role play scenarios.
Participant Activity
Participants will... Step 1 Break into groups of 2. One teacher and one squad member. Step 2 The “teacher” will state an issue the whiteboard is having. Step 3 The “squad member” will troubleshoot the issue Step 4 Reverse the roles.
Facilitator Conferring
Circulate around the room and confer with participants. Make sure that the students are on task.
Take note of particularly good examples of work that can be presented during the Share. SHARE(Typically lasts about 10–20% of session.)
Share
Share what scenarios they acted out and how they handled the situation. ACKNOWLEDGEMENTS
Author: Michelle Santana, Haashim Job
Email: msantana2@schools.nyc.gov / hjob@schools.nyc.gov
School/Employer: IS 192 / IS 211
Title: Tech Coach / Math teacher, iSquad Facilitator TEMPLATE DESCRIPTION
Each session contains the following components and can be conducted in 45–60 minutes:
Session Overview
This is a concise summary of the session, and how it fits into the training series as a whole.
Focusing Questions
These are the specific questions that guide the session. The purpose of the session is to address these questions.
Materials
This is a list of all materials that the facilitator must make sure are present at the training site, including technology resources.
Resources
All handouts can be found linked from the Resources section of the participant agenda. Participants will be able to access these materials online during the session, but the facilitator should review them ahead of time, and any instructional support charts should be posted in the room before the session begins.
Framing the Session
The facilitator explains to the participants what will be covered in this session, how it fits into the training series as a whole, and how it may be incorporated into their reflective practice.
Teaching
This is a short period of facilitator-led instruction designed to prepare the participants for their work time. The facilitator might demonstrate a specific use of technology in an authentic curricular context, selected participants might be invited to share relevant experiences, or the group as a whole might contribute to a shared brainstorming list. The facilitator should be careful to avoid giving a lengthy lecture or straying too far from the focusing questions.
Guided Practice
Sometimes it is helpful for the facilitator to walk the participants through a process step by step. This gives the participants the hands-on experience of work time before losing the scaffolding of facilitator-led instruction.
Getting Started
The facilitator gives instructions to the participants for their work time, and lets them know what they will be expected to share at the end of the session.
Participant Activity
Participants are given time to practice the specific process they have seen demonstrated. They may be working independently, with a partner, or in small groups.
Facilitator Conferring
As participants work, the facilitator moves around the room holding short conferences to help guide the work and make it more productive. The facilitator should be at eye level with participants during each conference. These conversations need not be especially private; the facilitator may invite someone sitting nearby to listen in. If common needs among the group emerge, they can either be addressed immediately or during the sharing time.
Share
Participants gather at the end of the session to demonstrate what they have done, discuss experiences they have had, and reflect on what they have learned. This is an opportunity to return to the focusing questions that began the session, and discuss what has been accomplished in the interval.
Acknowledgements
This section acknowledges those who contributed to the creation of this session.
Types of issues addressed:
-Sound
-Orienting a Board
-Red Signal
-Finding SmartBoard Toolbar
SETTING THE STAGE (To be reviewed before the session begins.)
Session Overview
In this session, participants will be able to troubleshoot interactive whiteboard problems.
Focusing Questions
What are some of the issues your teacher is having with their whiteboard?
How can we fix these problems?
Materials
The following materials are used in this session:
-Laptops
-Projector
-Interactive Whiteboard
Resources
INSTRUCTION (Typically lasts about 20% of session.)
Framing the Session
Give participants an introduction and purpose/reason why you are teaching this session:
“After completing this session you will be able to help your teachers troubleshoot whiteboard issues.”
Teaching
Demonstrate for participants how to:
Learn how to isolate the problem.
Determine which steps to follow.
Show the steps to take when trying to fix the following issues:
-Sound
-Orienting a Board
-Red Signal
-Finding SmartBoard Toolbar
Guided Practice
Have the students come up and practice fixing the issues listed above.
WORK TIME (Typically lasts about 60–70% of session.)
Getting Started
Have students role play scenarios.
Participant Activity
Participants will...
Step 1 Break into groups of 2. One teacher and one squad member.
Step 2 The “teacher” will state an issue the whiteboard is having.
Step 3 The “squad member” will troubleshoot the issue
Step 4 Reverse the roles.
Facilitator Conferring
Circulate around the room and confer with participants. Make sure that the students are on task.
Take note of particularly good examples of work that can be presented during the Share.
SHARE (Typically lasts about 10–20% of session.)
Share
Share what scenarios they acted out and how they handled the situation.
ACKNOWLEDGEMENTS
Author: Michelle Santana, Haashim Job
Email: msantana2@schools.nyc.gov / hjob@schools.nyc.gov
School/Employer: IS 192 / IS 211
Title: Tech Coach / Math teacher, iSquad Facilitator
TEMPLATE DESCRIPTION
Each session contains the following components and can be conducted in 45–60 minutes:
Session Overview
This is a concise summary of the session, and how it fits into the training series as a whole.
Focusing Questions
These are the specific questions that guide the session. The purpose of the session is to address these questions.
Materials
This is a list of all materials that the facilitator must make sure are present at the training site, including technology resources.
Resources
All handouts can be found linked from the Resources section of the participant agenda. Participants will be able to access these materials online during the session, but the facilitator should review them ahead of time, and any instructional support charts should be posted in the room before the session begins.
Framing the Session
The facilitator explains to the participants what will be covered in this session, how it fits into the training series as a whole, and how it may be incorporated into their reflective practice.
Teaching
This is a short period of facilitator-led instruction designed to prepare the participants for their work time. The facilitator might demonstrate a specific use of technology in an authentic curricular context, selected participants might be invited to share relevant experiences, or the group as a whole might contribute to a shared brainstorming list. The facilitator should be careful to avoid giving a lengthy lecture or straying too far from the focusing questions.
Guided Practice
Sometimes it is helpful for the facilitator to walk the participants through a process step by step. This gives the participants the hands-on experience of work time before losing the scaffolding of facilitator-led instruction.
Getting Started
The facilitator gives instructions to the participants for their work time, and lets them know what they will be expected to share at the end of the session.
Participant Activity
Participants are given time to practice the specific process they have seen demonstrated. They may be working independently, with a partner, or in small groups.
Facilitator Conferring
As participants work, the facilitator moves around the room holding short conferences to help guide the work and make it more productive. The facilitator should be at eye level with participants during each conference. These conversations need not be especially private; the facilitator may invite someone sitting nearby to listen in. If common needs among the group emerge, they can either be addressed immediately or during the sharing time.
Share
Participants gather at the end of the session to demonstrate what they have done, discuss experiences they have had, and reflect on what they have learned. This is an opportunity to return to the focusing questions that began the session, and discuss what has been accomplished in the interval.
Acknowledgements
This section acknowledges those who contributed to the creation of this session.